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Despite more than a decade of reform efforts, students continue to experiencedifficulty understanding and applying statistical concepts. The predominantfocus of reform has been on content, pedagogy, technology and assessment, withlittle attention to instructor characteristics. However, there is strongtheoretical and empirical evidence that instructors' attitudes impact thequality of teaching and learning. The objective of this study was to developand initially validate a scale to measure instructors' attitudes towardreform-oriented (or concept-based) teaching of introductory statistics in thehealth and behavioral sciences, at the tertiary level. This scale will bereferred to as FATS (Faculty Attitudes Toward Statistics). Data were obtainedfrom 227 instructors (USA and international), and analyzed using factoranalysis, multidimensional scaling and hierarchical cluster analysis. Theoverall scale consists of five sub-scales with a total of 25 items, and anoverall alpha of 0.89. Construct validity was established. Specifically, theoverall scale, and subscales (except perceived difficulty) plausiblydifferentiated between low-reform and high-reform practice instructors.Statistically significant differences in attitude were observed with respect toage, but not gender, employment status, membership status in professionalorganizations, ethnicity, highest academic qualification, and degreeconcentration. This scale can be considered a reliable and valid measure ofinstructors' attitudes toward reform-oriented (concept-based or constructivist)teaching of introductory statistics in the health and behavioral sciences atthe tertiary level. These five dimensions influence instructors' attitudes.Additional studies are required to confirm these structural and psychometricproperties.

Development and Initial Validation of a Scale to Measure Instructors'  Attitudes toward Concept-Based Teaching of Introductory Statistics in the  Health and Behavioral Sciences